Abstract

English
is regarded as an International Language. Most Thai students have to learn English as a Foreign Language (EFL).
Significantly, learning languages, not only English, is related to a foreign
culture’s behavioral norms, and cultural values that usually determine a
person’s self-identity. Especially, students in English major may undergo
self-identity changes. This quantitative study investigated types of
self-identity changes occurring in undergraduate students majoring in English,
at Naresuan University (Eng NU) and Thammasat University (Eng TU), also
students majoring in English Literature at Thammasat University (Eng Lit). In
addition, this study investigated the factors which had influenced these
self-identity changes. The instrument of the research was a questionnaire. ANOVA is
carried out to test difference and analyze
the correlation between six types of changes and six independent variables
(t-test).

Key words:identityself-identity changes

Introduction

Language is important for people. The most significance is
that it a tool for communication. Actually, there are many languages in the
world; however, English is regarded as an International Language. For that reason, students who are not
English speakers have to learn it to communicate with others. In addition, it
is generally used in academic, professional and personal domains. English becomes more and more important in the world. Most students in Asia have to
learn English, for the reason that they can communicate
with foreigners by using it. Nevertheless, English in each country is used in
different status, such as English as a Second Language (ESL) in India, but
English as a Foreign Language (EFL) in Thailand.

Most of Thai
students are interested in foreign languages especially English because it is
an international language. All levels of Thai educational system, the students
have to learn English as a foreign language. Significantly, learning languages,
not only English, is related to foreign culture’s behavioral norms, and
cultural values that usually determine person’s self-identity. Someone who has
studied a foreign language will undergo some changes, for example, her
perceptions of her competence, style of communication, value system, behavior,
or individual personality. In addition, those changes depend on personal
factors, such as the learners’ age, gender, starting age of new language
learning, motivation to learn English or attitude towards English, etc. All of
them may be influential factors of identity changes. According to undergoing
self-identity changes of Thai students, Thai identity, culture, value, or norm
may be replaced by foreign language. Finally, the valuable Thai identity may
lose. Moreover, the study of self-identity changes does not found in Thailand.
Most of previous studies of English learning in Thailand are often concentrated
on only English teaching materials, or approaches of English teaching. Some
researchers may overlook to study identity of Thai which encounter a loss
because of replaced by foreign language in the future. For the reason that the
researcher wants Thai students, teachers or educators to be seriously aware of
maintenance of Thai identity, also the researcher thinks that the result of
this study will be useful for Thai identity maintenance. Significantly, English
learners can harmonize well both Thai and English language, identity, or
culture. For this reason, this study is intended to explore English language
learners’ self-identity changes in Thailand.

Thai students have
studied English in EFL context to be the same as Chinese. This study is
a modified version of “Self-identity changes and English learning among Chinese
undergraduates” (Yihong, et al., 2005) and “Relationship between English
Learning Motivation Types and Self-identity changes: A Quantitative Study on
Chinese University Students (Yihong, et al., 2006). However, some influential factors on self-identity changes in a study
of Thai college students are different from Chinese, for example, motivation of
English learning or attitude towards English etc. Eggen and Kauchak (1994: 427)
suggest that motivation is a force that energizes and directs behavior toward a
goal and to increase in motivation of a student. It is a powerful factor that
influences the total learning goal. Nevertheless, this quantitative study will
investigate Thai undergraduate students as the small size of participants of
the study. The researcher will investigate six types of self-identity changes
of learners who have studied in English for years as a pilot study. The
researcher believes that after students learn English, self-identity changes
will associate with English study especially the college students in English
major. They have to learn English more than other students in other majors;
therefore, their self-identity changes such as self-confidence, productive
change or zero change may occur to them.

In this study, the
researchers interested in self-identity changes may occur to Thai students of
English major and English literature. For the reason that the students in both
English and English Literature major have to study English more than students
in other majors, they may have more chances to change their
self-identities.Nevertheless, the
researcher thinks that between students in a major of English and English literature
are differences in self-identity changes. These differences may depend on the
curriculum which they have learned. For example, students of English major have
to learn all four English skills, listening, speaking, reading, and writing.
Those learners usually practice their English skill which may influence them to
encounter self-identity changes. For instance, the students who want to improve
their English speaking skill always practice to speak English. As a result,
they can speak English fluently; however, their Thai may become less idiomatic
unconsciously. In the other way, the students of English literature major will
learn English literature which concentrates on critical writing and reading
English, they may have differences of self-identity changes. Alternatively,
circumstance and background of English learners is significant. The students
who study English in town have an opportunity to meet many foreigners. They can
learn the various culture or behavior of foreigners more than student in
country. According to meeting or learning foreign culture or behavior, those
students in town can become somewhat westernized. In addition, student who have
ever gone to abroad may feel better appreciate the subtleties in other language
and culture more than Thai. Thus, the researcher tries to indicate the
importance of subjects in English curriculum, context of English learning or
background of English learners may influence over learners’ notion of
self-identity changes. Additionally, the differences of college location which
is located in town and country may have an effect on person’s identity such as
behavior or idea.

Purposes of the study

1.To study types of self-identity changes occurring in
undergraduate students who have studied English as their major, at Naresuan
University and Thammasat University, also students in English Literature major
at Thammasat University.

2.To study differences of self-identity changes between
students who have learned in English major in town, Thammasat University, and
country, Naresuan University.

3.To study the factors which have influenced
these self-identity changes.

4.To study the relationship between the
influential factors and the types of self-identity changes.

Research Methodology

Participants of the study

The participants of the study is 113 undergraduates: both
males and females who are studying English. They are divided into 45 students
of English major at the Faculty of Humanities, Naresuan University, 41 students
of English major at the Faculty of Liberal Arts, Thammasat University and 27
students of English Literature at the Faculty of Liberal Arts, Thammasat
University. The participants selected is a “purposive” sampling, the potential
respondents are chosen from a random number table of Yamane. As a randomly
selected sample, there is an error to tolerate (E) at and degree of confidence of 95%. The selected participants
depends on gender, major, years of learning English, foreign friends, going
abroad, English motivation, and attitude towards English.

Instrument

A questionnaire was the instrument in this study. There were
four parts to the questionnaire. The first part was a questionnaire check-list
and the second, third, and fourth parts consisted of question responses
according to the five point Likert scale (1 = strongly disagree; 5 = strongly
agree). In this study, the data were analyzed using the Statistic Package for
Social Science Programs (SPSS). Descriptive statistics analysis presented the
frequency and percentage of respondents and ANOVA was carried out to test
difference which was set to a significance level of 0.05 and analyze the correlation
between six types of changes and six independent variables (t-test).

Variables in the Study

The variables in the study were distributed between
independent and dependent variables. The independent variables were gender,
major, years of English learning, having foreign friends, going abroad,
motivation to learn English, attitude towards English. The dependent variables
are:

1) Self-confidence change--change in the perception
of ones’ own `competence.

2)Additive change-- the co-existence of two
sets of language, behavioral patterns and values, each specified for particular
contexts.

3)Productive change-- the command of the
target language and that of the native language positively reinforce each
other.

4) Subtractive change-- the native language and
native cultural identity are replaced by the target language and target
cultural identity.

5)Split change-- the struggle between the
languages and cultures gives rise to identity conflict.

6) Zero change-- absence of self-identity change.

Results

The results present the statistical analysis of the study.
The presentation is divided into two parts. The first is group differences in
self-identity changes, and the second is correlation of influential factors on
self-identity changes.

Group differences in self-identity changes

In this stage, the difference and hypothesis of this study
is tested. Difference is analyzed according to six types of change and
independent variables, which are:

1. Major and self-identity changes

Table 1 presents mean () scores of six types of changes by participants of the three
majors. On self-confidence, Eng TU (15.17) scored higher than Eng Lit (15.07)
and Eng NU (14.27). For additive change, Eng NU (18.13) is the highest mean
score, Eng TU average number is 17.73, and Eng Lit is 16.78 respectively.
Meanwhile, Eng NU (18.98) has the highest mean score for “productive” change,
Eng Lit is 18.07 and the mean of Eng TU is 17.56.

For positive change, although averages are different, the
result of critical value F-test; (F crit) which is more than calculated
F (F) by ANOVA can be used for finding group difference. If F crit
is more than F, it indicates that self-identity changes are not
different by major.The result of
positive change by major finds that self-confidence (F crit=3.08, F=1.68), additive (F crit=3.08, F=1.91), and
productive change (F crit=3.08, F=2.91) are not
different. All three majors undergo similar self-confidence, additive, and
productive change.

For negative changes, “subtractive”, “split”, and “zero”
change are described as follows. On subtractive change (F crit=3.08, F=5.64), the value of F is more than F crit. Therefore, there is
difference in subtractive change by major. When the result of difference in
subtractive change by major is found, pairs of majors differentiate
significantly according to the multiple comparison test of Sheffé (Vcd and
Different mean). There is a pair of majors: Eng NU and Eng Lit (Vcd = 2.01 <
different mean = 2.64). Consequently, student in Eng NU and Eng Lit are
significantly in subtractive change. Eng NU undergo more subtractive change
than Eng Lit.On split change (F
crit=3.08, F=8.02), value of F scored more than F crit. This
indicates there is a split change effect according to major.When the result of F and F crit is shown,
multiple comparison test of Sheffé will be used for finding which pairs of
majors differentiate significantly.As a
result, Eng NU and Eng Lit (Vcd = 1.61 < different mean = 2.60), and Eng TU
and Eng Lit (Vcd = 1.64 < different mean = 1.76) differentiate
significantly.Accordingly, Eng NU and
Eng TU undergo more split change than Eng Lit. For zero change (F
crit=3.08, F=0.54), a value of F is less than F
crit. Thus, the result indicates that the major does not effect to zero change.
Students in three the majors in this study similarly undergo zero change.

Along with the result of subtractive change and split change
by major, differences have been found in subtractive change and split change
among students in the three majors, Eng NU, Eng TU and Eng Lit. According to
the findings, students in Eng NU and Eng Lit are significantly different in
subtractive and split change, including students in Eng TU and Eng Lit are
different in split change to a significant degree.

2. Gender and self-identity changes

The results presents mean score() of self-identity change by gender. The result
indicates that male is higher than female on types of confidence (15.30),
additive (18.92), productive (19.33), subtractive (11.58), and zero change
(15.08), with the exception that female is higher than male on split change
(12.26).Over all average numbers of
self-identity changes by gender in the study show that male students generally
scored higher than female students. Despite the average number of self-identity
change for male students, the result of critical value of F crit being
more than F indicates that self-identity changes do not differ by
gender. The result of self-identity change by gender finds self-confidence (F
crit=3.93, F=0.64), additive (F crit=3.93, F=2.65),
productive (F crit=3.93, F=1.93), subtractive (F
crit=3.93, F=0.16), split (F crit=3.93, F=0.04,
and zerochange (F crit=3.93, F=0.28) are not
different. Consequently, gender does not affect self-identity changes.

3. Foreign friend and self-identity changes

Students with foreign friends had higher mean scores than
students who did not have foreign friends, with regard to positive change;
confidence (friend =15.11, no friend = 14.03), additive (friend=17.90, no
friend = 17.12), productive (friend =18.46, no friend = 17.76). As for negative
change, there are differences in average number of self-identity changes. They are
subtractive (friend =11.10, no friend = 11.41), split (friend =12.38, no friend
= 11.88) and zero change (friend =14.77, no friend = 14.35). To find
differences in self-identity changes though foreign friendship, a significant
main effect of foreign friendship on self-confidence change is tested by ANOVA
(F and F crit).On self-confidence
change scale (F crit=3.93, F=4.68), the value of F is
more than F crit. As a result, foreign friendship affects self-confidence
change. Students with foreign friends undergo more self-confidence change in
learning English than student who do not. For other types of self-identity
changes; additive (F crit=3.93, F=1.76), productive (F
crit=3.93, F=1.46), subtractive (F crit=3.93, F=0.19), split (F crit=3.93, F=0.73), and zero
change (F crit=3.93, F=0.65), value of F is less
than F crit. The result indicates foreign friend does not affect
self-identity change, especially, additive, productive, subtractive, split, and
zero change.Student who has foreign
friend and has not foreign friend undergo additive, productive, subtractive,
split, and zero change indifferently.

The average confidence of participants who have and those
without foreign friends indicates that the average value of having foreign
friends and not having them differs. The number of students with foreign
friends is 79, with 34 who do not have foreign friends. The average of the
first group is equal to 15.11, and second group is 14.03. These values are
different on average of confidence change and participants who have and those
without foreign friends, 1.08. The average values are used to the test
hypothesis of differences in confidence change between students who have and
those who do not have foreign friends. The result of F is4.68
which is greater than F crit (3.93); therefore, there are differences in
confidence change between students who have foreign friends and those without.

4. Going abroad and self-identity changes

The information compares the mean scores () of six types of self-identity change between students who
have and those who have never been abroad.Most of students who have been abroad have a higher mean in confidence
(15.17), additive (15.17), and zero change (15.00). Meanwhile, students who
have never been abroad have a higher mean score in productive (18.32),
subtractive (11.37), and split change (12.34).

In this section, there are two types of self-identity change
which have the same mean scores. They are self-confidence (abroad = 15.17, no
abroad = 14.44) and additive changes (abroad = 15.17, no abroad = 14.44). When
the mean score is calculated and presented, the result of F crit and
F will test wheter self-confidence and additive change are different as a
result of going abroad. For self-confidence change and additive change, the
value of F (2.44) is less than F crit (3.93). It indicates that both
students who have and have never been abroad undergo self-confidence and
additive change similarly.

On productive, subtractive and split change, the average number
of students who have never been abroad is higher than for those who have. The
result of F crit and F of productive (F crit=3.93, F=0.09), subtractive (F crit=3.93, F=0.33), and
split change (F crit=3.93, F=0.18) find that value of F
crit is higher than F. Consequently, experience abroad does not
affect self-identity change, particularly productive, subtractive and split
change. So those who have been abroad undergo change of productive,
subtractive, and split change the same as those who have never been abroad. For
the last type of change; zero change, the result of F crit (3.93) and F
(2.05) is different. The value of F is lower than F crit;
therefore, it suggests that zero change is not affected by going abroad. Both
students who have and have not been abroad undergo zero change the same.

Table 2: ANOVA test differences
of average between independent and dependent variables

Variables

Confidence

Additive

Productive

Subtractive

Split

Zero

F crit

F

F crit

F

F crit

F

F crit

F

F crit

F

F crit

F

Major

3.08

1.68

3.08

1.91

3.08

2.91

3.08

5.64

3.08

8.02

3.08

0.54

Gender

3.93

0.64

3.93

2.65

3.93

1.93

3.93

0.16

3.93

0.04

3.93

0.28

Foreign friend

3.93

4.68

3.93

1.76

3.93

1.46

3.93

0.19

3.93

0.73

3.93

0.65

Going abroad

3.93

2.44

3.93

2.44

3.93

0.09

3.93

0.33

3.93

0.18

3.93

2.05

Mean () scores of six types of self-identity change and different
test by ANOVA were presented in table 1 and 2 respectively.

Correlation
of influential factors on self-identity changes

All six independent variables investigated how each types of
self-identity change correlated according to the Pearson product moment
correlation coefficient (simple correlation). For this reason the required
independent variables are: years of learning English, intrinsic motivation,
extrinsic motivation, affective attitude, cognitive attitude, behavioral attitude,
such that the concept of correlation analysis is scaled by variable measurement
along on interval scale. The value of the interval scale (Rating scale) can
present quantity or amount (magnitude) and differentiate values by number. For
example, the scores of a question in questionnaires. All six presented
independent variables are used to analyze the correlation between six types of
changes and six independent variables by t-test. The value of t-test (t and
t crit) show the correlation between six independent variables and
self-identity changes presented in.

Correlation analysis by t-test which compares independent variables and
six types of self-identity changes will be described in the condition that
value of ‘t’ is less than ‘t crit’, it means that independent
variables and self-identity changes do not correlate. On the other hand, if the
value of ‘t crit’ is less than ‘t’, it means they correlate.
Also, the details of correlation analysis by t-test between six types of
changes and dependent variables are presented as follows.

1. Years of learning English

For years of learning English and self-identity changes, types of
self-confidence, additive, productive, and zero change, the correlation between
years of learning English and the four types of self-identity changes, was not
significant. The value of self-identity changes resulted in t-test scores as
follows: self-confidence (t = 0.10 < t crit = 1.98), additive (t = 0.53 <
t crit = 1.98), productive (t = 0.90 < t crit = 1.98), and zero change (t =
0.82 < t crit = 1.98). This means number of years and these four types of
self-identity, do not correlate. This indicates that the self-confidence,
additive, productive and zero change which occur with students do not depend on
the numbers of years of learning English. Although most of students have
studied English for many years, they do not undergo these four types of change.
Furthermore, the value of t-test on subtractive (t = 2.59 > t crit = 1.98)
and split change (t = 2.29 > t crit = 1.98) suggests that years and these
two self-identity changes correlate, however they are an opposite correlation.
This can be explained that when the number of years of learning English is
high, subtractive and split change will be low. The students will encounter subtractive
and split change if they have learned English for many years.

2. English motivation

English motivation has been divided into two categories: intrinsic and
extrinsic motivation. For the correlation of motivation and self-identity
changes, intrinsic motivation and types of changes correlate to additive (t =
4.11 > t crit = 1.98), productive (t = 4.67 > t crit = 1.98), subtractive
(t = 3.25 > t crit = 1.98), and split change (t = 3.84 > t crit = 1.98).
As a result, it can be said that intrinsic motivation correlates with these
four types of self-identity change. The students who have intrinsic motivation
for learning English will undergo additive, productive, subtractive, and split
change. On the other hand, self-confidence (t = 1.76 < t crit = 1.98) and
zero change (t = 0.16 < t crit = 1.98) do not correlate to intrinsic
motivation. This can indicate that although students have intrinsic motivation
in learning English, for example, love or interested in English, they do not
undergo self-confidence and zero change.

For extrinsic
motivation, there are five types of self-identity change which correlate to
extrinsic motivation. They are, self-confidence (t = 2.02 > t crit = 1.98),
additive (t = 5.89 > t crit = 1.98), productive (t = 5.17 > t crit = 1.98),
subtractive (t = 4.39 > t crit = 1.98), and split change (t = 4.27 > t
crit = 1.98). The result suggests that when students have extrinsic motivation
in learning English, these five types of self-identity changes will occur in
the students as well. In addition, zero change (t = 0.94 < t crit = 1.98)
and extrinsic motivation do not correlate. Students who undergo zero change
will not have extrinsic motivation in learning English such as thinking that
learning English is good for finding a better education and job opportunities
abroad. However, they also think it makes them change within themselves after
learning English.

The results of this
study show that cognitive attitude influences these five types of self-identity
changes. If the students have a cognitive attitude towards English, the five
types of self-identity change will occur in them. However, there are two
changes that do not correlate with cognitive attitude. Self-confidence (t =
0.96 < t crit = 1.98) and zero change (t = 0.39 < t crit = 1.98) show no
correlation between these two types of self-identity change and cognitive
attitude. As a result, it can be determined that cognitive attitude does not
affect self-confidence and zero change. In this study, students who undergo
self-confidence and zero change do not depend on cognitive attitude. Third, the
correlation between behavioral attitude and self-identity changes is the same
as affective attitude. Self-confidence (t = 2.57 > t crit = 1.98), additive
(t = 3.45 > t crit = 1.98), productive (t = 3.82 > t crit = 1.98),
subtractive (t = 5.72 > t crit = 1.98), and split change (t = 4.30 > t
crit = 1.98) correlate with behavioral attitude. This means behavioral attitude
towards English can influence these five self-identity changes, except for zero
change. Zero change (t = 0.93 < t crit = 1.98) does not correlate with
behavioral attitude. The results of the study indicate that zero change does
not depend on behavioral attitude towards English. Although learners experience
behavioral attitudes, they remain themselves and do not change after learning
English. The value of t-test (t and t crit) show the correlation
between six independent variables and self-identity changes presented in table
3.

Conclusion

1. To study types of self-identity change occurring in
undergraduate students who have studied English as their major, at Naresuan
University and Thammasat University, as well as students of English Literature
at Thammasat University.

In accordance with the first purpose of the study, it was
found that studentsat NU and TU and
students in English Literature at TU undergo similar self-confidence, additive,
productive, and zero change (to 0.5% significance at). This finding indicates
that the chosen major do not influence self-confidence, additive, productive,
or zero change. On the contrary, students in the three majors are different in
subtractive and split change.In this
study, the differences between the three majors were investigated by comparison
of Pairs of differences average (the multiple comparison test of Scheffé) among
the three majors. Therefore, it can be concluded that students in English NU
and English Lit differentiated significantly in subtractive change according to
the multiple comparison test of Scheffé at 2.60. In addition, a pair of
students in Eng NU and Eng Lit (2.60: the multiple comparison test of Scheffé),
including a pair of students in Eng TU and Eng Lit (1.76: the multiple
comparison test of Scheffé) differentiated significantly in split change
according to the test. The results of this study can be summarized by saying
that the majority of respondents are affected by subtractive and split change
but to self-confidence, additive, productive, and zero change.

2. To study differences of self-identity changes between
students who have learned in English major in town, Thammasat University, and
country, Naresuan University.

The result of this study which investigates subject major
and self-identity change, finds that students who have studied English as their
major in town, Thammasat University, and those in country, Naresuan University,
do not differ in this regard. The findings of six types of change are
self-confidence change (TU mean = 15.17, NU mean = 14.27), additive change (TU
mean = 17.73, NU mean = 18.13), productive change (TU mean = 17.56, NU mean =
18.98), subtractive change (TU mean = 10.85, NU mean = 12.38), split change (TU
mean = 12.31, NU mean = 13.16), and zero change (TU mean = 14.98, NU mean =
14.47). Average number of self-identity changes by major; English TU and NU, is
tested by ANOVA to discover that both students in town, TU, and country, NU,
are similar in self-identity change. This indicates that students in town or
country are no different in self-identity changes.

3.To study the
factors which have influenced these self-identity changes.

In the study, there are four influencing variables which are
set for the testing of self-identity changes. They consist of major, gender,
foreign friend, and experience abroad. They confirm that the major influences
subtractive and split change, gender does not affect six types of self-identity
changes, having foreign friends influences self-confidence change, and going
abroad does not influence on self-identity change. Most of the results indicate
that students with English and English Literature majors undergo subtractive
and split change when they learn English. As for gender, it indicates that both
male and female students undergo self-identity change the same; therefore,
gender is not an effecting factor of change. Having a foreign friend was
discovered to influence self-identity change, especially, self-confidence
change. Students who have foreign friends will undergo more self-confidence
change than those who do not. It shows that having foreign friends influences
self-identity change. As for experience abroad, it was found that those who
have been abroad undergo change of self-confidence, additive, productive,
subtractive, split, and zero the same as those who have never been abroad. In
conclusion, this indicates that going abroad does not influence self-identity
change.

4.To study the
relationship between the influential factors and the types of self-identity
changes.

In this study, the required independent variables are: years
of learning English, intrinsic motivation, extrinsic motivation, affective
attitude, cognitive attitude, behavioral attitude. The correlation between the
six types of change and independent variables is tested by t-test. All of
influential factors which were set for testing the correlation between
influential factors on self-identity change reveal that years of learning
English do not correlate with most of the changes. This indicates that years
studying does not influence self-identity change. Motivation was also tested
for a relationships. Motivation is divided into intrinsic and extrinsic. Both
intrinsic and extrinsic motivation correlated to additive, productive,
subtractive and split change. It indicates that students undergo those four
types of change if they have intrinsic and extrinsic motivation. In addition,
attitude towards English is divided into three types: affective, cognitive, and
behavioral attitude.This study found
that these three components of attitude correlated to additive, productive,
subtractive, and split change. This indicates that students who have affective,
cognitive, and behavioral attitude towards English will encounter additive,
productive, subtractive, and split change.

Discussion

In conclusion, it was found there are two main points of
discussion. The first point is influential factors which were relevant to
self-identity change and the second is factors which did not effect
self-identity change. In the discussion of the study, I will present as
follows:

Influential factors on self-identity change:

1. Foreign friends

This study indicates that students who have a foreign friend
undergo self-confidence change more than those who do not (mean:
15.11>14.03). This result conforms to Seng, et al., (2003:282-285) who found
that humans have a need for a stable, high level of self-respect, and respect
from others. Similarly, through learning English learners feel that a person
with proficiency in English is well educated.In addition, the person feels self-confident and valuable as a person in
society, especially when they can communicate with foreigners.Most personality theorists have focused on the
person’s psychology.

According to the degree of self-confidence in students who
have foreign friends, this indicates that students who have foreign friends are
also confident in English. This is because learners feel they are acceptable to
others in a group of foreigners or people who can speak English, it is like the
particular personality. Additionally, English is an international language used
by people trying to learn to communicate with others in the world. Therefore,
students who have foreign friends have more opportunities to practice their
English skills such as speaking and listening than those who are not confident
and comfortable doing so. Also they feel that they can participate more fully
in the world. With better skills, which they usually practice with their
foreign friends or through television, radio, or the internet, they gain more
confidence in learning English, not only in class, but also in daily life or
whenever they have the chance. Having a foreign friend can give the learner the
ability to do things and make decisions by themselves. Significantly, English
is also required for jobs and if one has a good command of English, they will
feel confident to express opinions openly and work more easily and confidently.
Therefore, self-confidence is significant for English learners and it can
encourage the learner to improve in English ability more easily.

2. Attitude and Motivation

The study of motivation; intrinsic and extrinsic, and
attitude towards English; affective, cognitive, and behavior, found that they
influence self-identity change; especially, additive, productive, subtractive,
and split change. This is relevant to hypothesis of the study in that “English motivation and attitude towards English is more
influential to self-confidence, additive, and productive changes than years of
English learning.” This result conforms with Baker’s (1992:8-10) theory
which found that learners who have a good language motivation and a good
attitude towards a foreign language can learn English as a Second Language (ESL)
and English as Foreign Language (EFL) successfully.
This result may be because aspects of English in class and the feeling of love
towards the learner’s major. For example, students who learn English because
they like the language, are influenced by English songs or movies, and finally
learn to love English, or English literature. Additionally, learners who have a
good attitude towards English, for instance, feel easy when using English and
can easily switch between Thai and English according to the situation,
encounter additive and productive change. In this study, most of learners are
studying English as compulsory subjects (English NU = 39.8%, English TU= 36.3%,
and English Lit = 23.9%), and so, most have good attitudes and motivation
towards English. Also, all respondents are in their third year, and will
graduate next year, so they find that learning English offers them a better
education and job opportunities abroad. In addition, most respondents have a
chance to learn English through media, internet (28%), TV (25%), newspapers
(16.9%), which helps learners not to feel bored with English. Learners can
contact new foreign friends, therefore are motivated through good attitudes
towards English. Motivation and attitude influence additive and productive
change, as well as subtractive and split change.This is because the learner may pick up
westernized attitudes and values while learning English which may not fit well
with some Thai conventions and they may lead to confusion as to whether they
should behave is certain ways with foreign or local friends. This condition is
in line with Gardner’s (1985a) socio-educational model. He suggested
that formal and informal language learning can improve foreign language
efficiency towards bilingualism. However, learners gain not only ability in
that language but also non-linguistic conditioning, for example, the culture of
the target language which leads to changes in their identity.

3. Major

The finding with regard to subject major shows that English
NU and English Lit undergo subtractive and split change at is statistically
significant at a level of 0.05. The results show that English NU, TU and
English Lit differ in subtractive and split change because they study different
compulsory subjects. For example, English NU and TU usually learn English skill
subject such as listening-speaking, business writing, but English Lit will
learn “principle in literacy criticism, English literature”. Differences in
subject may influence certain changes because English skill majors tend to
absorb English cultures or behaviorswhich may drive them to become westernized, and to begin to reject some
traditional Thai ideas. Sometimes, they are confused between Thai and western
performance; mixing English words and Thai. This corresponds to Lourie (1983
cited in Baker, 2006) who supports the idea that language and identity may be
lost because of too many loan words leading to a mixing of mother and second
language.Meanwhile, English NU and TU
do not differ in subtractive and split change. The result of this study does
not confirm the hypothesis of the study “Students who
study English major at the Faculty of Liberal Art, Thammasat University have
experienced Self-Confidence, Additive and Productive Changes more than students
in English major at the Faculty of Humanities, Naresuan University”. This
is because, both groups of respondents learn the same subjects, especially
English skills, and also they usually study English with aforeign teacher, therefore so English NU and
TU do not differ in subtractive or split change or the other four types of
change.Additionally, the result
indicates that the environments of Thammasat and Naresuan University do not
effect self-identity change. This is because students at both colleges are in the
same kind of urban environment and also can learn English by practicing with
tourists. Also, although Naresuan University is located in the provinces, all
learners can use English through hi-technology such as internet as conveniently
as those at Thammasat which is in the city.

None Influential factors on self-identity change

1.
Gender

The influence of gender on self-identity change results
found that gender is not relevant to self-identity change. This result does not
agree with Schmenk’s, (2006) who found that gender is an empowering factor in
identity change such as the general assumption that “language is a girl’s
subject,” and “girls usually have a more positive attitude than boys towards
language learning.” This may be because the English language is a boy’s subject
too. It may be because male students can study all subjects in an English or
English Literature majors. This indicates that males and females have the
ability to learn English equally. Accordingly, both boys and girls can take chances
to learn English, so they undergo the six types of self-identity changes
similarly.

2. Going abroad

The effect of going abroad on self-identity change found
that for students who have been abroad, there is no significant self-identity
change because most respondents had just been away for a short period of
time.Some students travel or visit
abroad just for fun or rest. Additionally, the countries they visited were
necessarily not English speaking, such as Japan, China etc. Therefore, they may
not have gained the foreign culture influences completely and directly and have
a little chance to change their identity. They do not study abroad, so going
abroad does not effect self-identity change. This conforms with Lambert’s
(1975) theory which suggests that language learning influences identity changes
as bilingualism. They are additive bilingualism which is native language and
native cultural identities which are maintained while the target language and
culture are attained additively. Second is subtractive bilingualism whereby the
native language and cultural identity are replaced by target language and
target culture. However, they do not affect the learner immediately, but rather
are absorbed continually.Therefore,
this study can conclude that experience abroad does not affect self-identity
change.

3. Years of learning English

Years of learning English is not relevant to the six types
of self-identity change. This is because Thai learners are always taught
English for specific purpose such as for examination, therefore, learners do
not gain foreign culture directly. Also, Thai students have to learn English as
a foreign language, they do not use English in daily life. It is used only in
class. This result does not agree with Greene and Rubin’s (1991) studies
thatshow changes in a persons’ self-
identity depend on many factors, including years of learning. It states that an
early foreign language learner can change their identity between their
language, identity and target language easily.If learners acknowledge conception of that language over many years, the
native learners’ individual identity will change as well as the proficiency in
the improvement of the foreign language. However, according to this study years
of learning English is not relevant to self-identity change.

For
language learners, self-identity change is a complex phenomenon and is not
commonly studied. Future study is needed to concentrate on positive change;
self-confidence, additive and productive change because they may influence
learners in learning English. Also, future work should compare other groups of
college undergraduates, for example, students at international colleges, or
those who have learned or worked for a few years abroad, where English is the
native language.

Acknowledgments

I would like to thank
Assist.Prof. Sukhuma-Vadee Khamhiran,
Dr. Lakana Daoratanahong,
Miss Sunida Siwapathomchai at the institute of Language and
Culture for Rural Development, Mahidol University for their help with good
instructions, ideas and comments on my writing up research and also Mr. Richard
Hiam always edits my writing. I am grateful to thank for professor and research
participant at Naresuan University and Thammasat University for their pleased
supporting and participating during the data collection.This thesis is supported by Faculty of
Graduate Studies, Mahidol University, academic year 2008.

Appendix

Questionnaire

English
Motivation

1. I fell in love with English at
the first sight, without particular reasons.

2. An Important purpose for my
English learning is to obtain a university degree.

3. I learn English in order to
facilitate the learning of other academic subjects.

4. Only with good English skills
can I find a good job in the future.

5. I learn English because I am
interested in English speaking people and their cultures.

6. Out of my love of English
songs/movies, If have developed a great interest in the language.

7. I learn English just because I
like this language.

8. Out of my love of English
literature, I have developed a great interest in the language.

9. I learn English so as to catch
up with economic and technological developments in the world.

10. I have special interests in
language learning.

11. My effort of English learning
has depended to a large extent on the quality of English class.

12. I learn English in order to
let the world know more about Thailand.

13. I learn English in order to
find better education and job opportunities abroad.

14. Fluent oral English is a
symbol of good education and accomplishment.

Attitude towards English

1. I feel comfortable when using
English.

2. I feel uncomfortable when hearing
one Thai speaking to another in English.

3. I feel uneasy when speaking
English.

4. The English language sounds very
nice.

5. When using English, I do not feel
that I am Thai any more.

6. If I use English, my status is
raised.

7. The use of English is important
to the success of Thai’s development.

8. The command of English is very
helpful in understanding foreigners and their cultures.

9. English is a symbol of an
educated person.

10. At times I fear that by using
English I will become like a foreigner.

11. I love talking with foreigners
in English.

12. I wish I could speak fluent and
accurate English.

Self-identity changeamong English learning students Confidence

1. English learning makes me speak English with foreigners confidently
and comfortably.

2. I have privacy. I can be in a place or situationwhich allows I do things without other
people disturbing me.

3. I can express my opinion to public easily and confidently.

4. I have the ability to do things and make decisions by myself,
without needing other people to help me.

Additive

5. While I am talking to my Thai friends, a foreign teacher
participates in our talking, I can easily switch between Thai and English
according to that situation.

6. I am relatively confident when speaking in English,and relatively
modest when speaking in Thai.

7. I prefer to listen to the original English dialogue when watching
English movies, just as I enjoy the original Thai dialogue when watching Thai
movies.

8. When I chat to my foreign friends on the phone or internet, I
usually use an English name in addition to my Thai name.

9. I can accept someone’s suggestion or comment on me without feeling
sad.

Subtract

10. With the improvement of my English proficiency,I feel my Thai is becoming less idiomatic such
as making a sound like ‘/s/, /sh/, /th/’ in Thai words unconsciously.

11. After learning English, I feel my behaviors have become somewhat
westernized. For example, I say ‘Hello/Hi’ instead of ‘Sawaddee’ on the phone
or greeting friends and say ‘Thank you’ instead of ‘Khob-khun’.

12. After learning English, I feel repugnant about some Thai
conventions. For example, I
think that Thai people can hold a hand of a man/woman openlyin anywhere.

13. After learning English, I begin to reject some traditional Thai
ideas such as we should behave in the same way of our parents because they have
ever experienced before. However, I think that I can do it on my own idea.

Productive

14. With the improvement of my English proficiency, I can better
appreciate the subtleties in Thai. For example, When I study European or
American history, I am more proud of Thai history subtly.

15. After learning English, I find myself more sensitive to changes in
the outside world. For example, When I read or know English news about global
warming, I feel aware of preservation of environment.

16. After
learning English, I have become more understanding and can better communicate
with others in a various culture and language not only Thai or English but also
other languages.

17. As my ability of appreciating English literature and art increases,
I have become more interested in Thai literature and art.

18. I think that punctuality is important. If I have an appointment
with other people, I am always very punctual.

Split

19. I feel strange when my speech in Thai is subconsciously mixed with
English words. For example, I usually say ‘O.K.’ mixed with Thai speaking
subconsciously.

20. I feel a
painful split when I switch between English and Thai behavioral patterns such
as meeting a Thai teacher I have to call his/her first name but I call family
name with a foreign teacher.

21. When parting with foreign friends, I’m frequently confused as to
whether I should shake hands or hug and kiss.

22. After learning English, I’m often caught between contradicting
values and beliefs. For example, Thai children should not argue with their
parents about the reason in any situation, on the other hand, a child in
westernized value can do it if he/she wants.

Zero

23. No matter which language is used for expression, I remain to be
myself.

24. I’ve not felt any change in myself after learning English;an instrument is an instrument.

25. It’s impossible for me to change into another person after learning
a language.

26. For me, it’s meaningless to talk about personal changes after
learning English.